Meta-analysis of the Relationship between Mathematics Anxiety and Mathematics Achievement

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dc.contributor.authorSad, Suleyman Nihat
dc.contributor.authorKis, Ali
dc.contributor.authorDemir, Mustafa
dc.contributor.authorOzer, Niyazi
dc.date.accessioned2019-09-05T12:32:51Z
dc.date.available2019-09-05T12:32:51Z
dc.date.issued2016
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThis meta-analysis study aims to synthesize the results of individual studies on respectively small samples investigating the correlations between Mathematics anxiety and Mathematics achievement. Meta-analysis included a total of 11 studies which investigated the association between Mathematics anxiety and Mathematics achievement on Turkish students which were published between 2005 and 2014. These studies were conducted totally on 8327 students from different educational stages. The results of the analysis for all eleven studies involved suggested negative and statistically significant correlations between mathematics anxiety and mathematics achievement. The combined effect size was calculated for all studies according to both Fixed (r=-.39) and Random (r=-.44) Effect Models. Moderator analysis based on the school level revealed that the combined effect size for the studies conducted at middle school level was significant, negative and at moderate level. In addition, the effect size for the studies conducted at high school level was significant, negative and at moderate level. Moreover, the comparison between the combined effect sizes with regard to different school levels revealed a statistically significant difference in favor of middle school level.en_US
dc.identifier.citationSad, SN . Kis, A. Demir, M. Ozer, N . (2016). Meta-analysis of the Relationship between Mathematics Anxiety and Mathematics Achievement.Cilt:6. Sayı:3. 371-391 ss.en_US
dc.identifier.doi10.14527/pegegog.2016.019en_US
dc.identifier.endpage391en_US
dc.identifier.issn2146-0655
dc.identifier.issn2148-239X
dc.identifier.issue3en_US
dc.identifier.startpage371en_US
dc.identifier.trdizinid204033en_US
dc.identifier.urihttps://doi.org/10.14527/pegegog.2016.019
dc.identifier.urihttps://hdl.handle.net/11616/13850
dc.identifier.urihttps://search.trdizin.gov.tr/yayin/detay/204033
dc.identifier.volume6en_US
dc.identifier.wosWOS:000405532700005en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherPegem akad yayıncılık egıtım danısmanlık hızmetlerı tıc ltd stı, mesrutıyet caddesı, no 5, 06420, kızılay, ankara, 00000, turkeyen_US
dc.relation.ispartofPegem egıtım ve ogretım dergısıen_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectMathematics achievementen_US
dc.subjectMathematics anxietyen_US
dc.subjectMeta-analysisen_US
dc.titleMeta-analysis of the Relationship between Mathematics Anxiety and Mathematics Achievementen_US
dc.typeArticleen_US

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